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in 


UNIVERSITY  of 
PENNSYLVANIA 

Summer,  1917 


Mfliasitt  3F  i 


The  University  Bulletins 


Seventeenth  Series.  No.  4.  Part  7 


PHILADELPHIA,  PA. 

Published  by  the  University 
April,  1917 

Entered  at  the  Philadelphia , Pa.,  Post-office  as  Second  Class  Matter 


COURSES 

IN 

PSYCHOLOGY 

GIVEN  AT  THE 

UNIVERSITY  of 
PENNSYLVANIA 


DURING  THE 


SUMMER  SCHOOL  SESSION 
OF  1917 


OFFICERS  OF  INSTRUCTION 


Edwin  B.  Twitmyer,  Ph.  D. 

Professor  of  Psychology  and  Assistant  Director  of  the  Psychologi- 
cal Laboratory. 

Francis  N.  Maxfield,  Ph.  D. 

Assistant  Professor  of  Psychology  and  Assistant  Director  of  the 
Psychological  Clinic. 

Samuel  W.  Fernberger,  Ph.  D. 

Assistant  Professor  of  Psychology,  Clark  University. 

Frank  H.  Reiter,  M.  A.,  Ph.  D. 

Instructor  in  Psychology. 

Henry  J.  Humpstone,  A.  M. 

Instructor  in  Psychology. 

Karl  G.  Miller,  A.  B. 

Assistant  in  Psychology. 

SOCIAL  SERVICE  STAFF 

Eleanor  L.  Lattimore,  A.  M.,  Ph.  D. 

In  charge  of  Social  Service  Department,  Psychological  Clinic. 
Theodora  S.  Elwell,  A.  B. 

Amanda  Travis 
Recorder. 


SPECIAL  CLASS  TEACHERS 

Gladys  G.  Ide,  A.  M. 

In  charge  of  Restoration  Class. 

Natalie  A.  Bassett,  A.  M. 

Irene  L.  Glenn,  A.  B. 

Oscar  E.  Gerney 

Assistant  Instructor  in  Gymnastics,  Department  of  Physical  Edu- 
cation. 


(3) 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/coursesinpsycholOOuniv 


FOREWORD 

THE  Department  of  Psychology  of  the  University  of  Penn- 
sylvania sends  its  greeting  to  former  students  and  extends  a 
welcome  to  those  who  can  arrange  to  spend  a part  of  the  com- 
ing summer  in  study.  The  department  wishes  to  bring  its 
summer  program  to  the  notice  of  wide-awake  superintendents,  teachers, 
physicians,  social  workers,  probation  officers  and  all  those  engaged 
in  educational  or  child-welfare  activities. 

The  Summer  School  of  the  University  of  Pennsylvania  means 
six  weeks  of  opportunity  for  those  on  the  one  hand  who  will  go  back 
to  their  regular  professional  work  in  the  fall  and  on  the  other  for  the 
increasingly  large  number  of  those  who  wish  to  prepare  themselves 
to  pursue  advanced  work  along  the  lines  of  their  professional  interest. 

Laboratory  methods  underlie  all  the  practical  and  research  work 
of  the  Department  of  Psychology.  Laboratory  facilities  are  excellent 
and  the  summer  program  is  well  adapted  for  systematic  work.  The 
opportunities  for  research  work  are  exceptionally  good,  in  both  the 
pure  and  the  applied  science  of  Psychology. 

Read  this  program  carefully.  A post  card  request  will  place 
a copy  in  the  hands  of  any  one  whom  you  may  know  who  should  be 
interested  in  any  or  all  of  the  various  aspects  of  this  work. 

Write  to  Professor  Owen  Louis  Shinn,  Director  of  the  Summer 
School,  for  the  Summer  School  Bulletin,  which  gives  further  infor- 
mation in  regard  to  courses,  fees,  college  or  graduate  credits  allowed, 
etc.,  and  in  regard  to  board  and  rooms. 

Register  early. 


(5) 


THE  PSYCHOLOGICAL  LABORATORY 


The  Laboratory  of  Psychology  was  es- 
tablished at  the  University  of  Pennsylvania 
in  1886.  Its  equipment  of  apparatus  and 
its  instructing  staff  have  been  steadily  in- 
creased to  meet  the  growing  demand  for 
instruction  in  this  science  and  for  the  oppor- 
tunity for  individual  experimentation  and 
research.  The  entire  equipment  of  this 
laboratory  is  made  available  for  summer 
school  students.  Nearly  all  of  the  courses 
given  during  the  college  year  are  repeated 
during  the  summer  session;  the  department 
library  is  at  their  service;  the  shop  with  its 
equipment  for  the  manufacture  of  appa- 
ratus continues  its  activities  under  the 
charge  of  an  expert  mechanic  with  long 
experience  in  this  field.  The  daily  program 
is  so  adjusted  that  all  laboratory  work  pro- 
ceeds with  a minimum  of  interruption. 

Physics  and  chemistry  were  formerly 
taught  in  colleges  by  the  text-book  and  lec- 
ture method  without  individual  laboratory  work.  Any  experimental  procedure  was  in 
the  hands  of  the  instructor  and  was  used  for  demonstration  rather  than  for  training  in  the 
method  of  the  science.  This  method  no  longer  holds  in  these  sciences.  The  laboratory 
with  its  equipment  for  individual  experimentation  has  come  to  be  considered  essential 
for  adequate  instruction  even  in  high  schools.  Psychology  is  still  taught  by  the  earlier 
method  in  many  colleges.  A laboratory  of  psychology,  like  that  at  the  University  of 
Pennsylvania,  is  just  as  necessary  for  the  student  who  desires  more  than  a superficial 
knowledge  of  his  science  as  are  the  laboratories  of  physics  and  chemistry.  For  this  reason 
students  who  come  to  the  University  of  Pennsylvania  from  normal  schools  or  colleges 

where  little  laboratory  in- 
struction is  given  and  who 
wish  to  pursue  advanced 
courses  in  psychology  will  be 
expected  to  prepare  them- 
selves by  systematic  labora- 
tory work.  The  summer  ses- 
sion offers  a particularly  good 
opportunity  for  these  stu- 
dents to  obtain  prerequisite 
training  for  such  courses. 
Graduate  students  who  ex- 
pect to  spend  the  academic 
year  1917-1918  at  the  Uni- 
brain  material  for  physiological  psychology  versify  of  Pennsylvania  will 


MUSCLE  AND  NERVE 


(6) 


ERGOGRAPH 


find  it  to  their  advantage  to  enroll  during 
the  summer  session  of  1917. 

The  Department  of  Psychology  has 
taken  special  pains  to  perfect  this  fundamen- 
tal or  introductory  course.  This  systematic 
course  is  offered  to  both  undergraduate 
and  graduate  students  during  the  summer 
session.  Its  completion  requires  five  hours 
a week,  one  hour  lecture  and  four  hours 
laboratory,  throughout  two  academic  years, 
or  the  same  time  daily  throughout  two  sum- 
mer sessions.  The  first  year  course  com- 
prises Psychology  ia.  General  Psychology, 
and  2a,  Mind  and  Body,  lectures,  and 
Psychology  ib  and  2b,  laboratory,  and 
Psychology  ic  and  2c,  also  laboratory.  The 
second-year  course  comprises  Psychology 
3a,  Genetic  Psychology,  and  4a,  Behavior, 
lectures,  and  Psychology  3b  and  4b,  labor- 
atory, together  with  Psychology  51  or  52, 
Qualitative  Analysis  A or  B,  also  laboratory. 

These  courses,  or  their  equivalent,  are  required  of  all  college  and  graduate  students 
before  they  are  permitted  to  take  advanced  work.  The  ground  covered  in  these  courses 
as  well  as  the  training  in  method  and  powers  of  reflection,  is  essential  for  a satisfactory 
foundation  for  advanced  work.  While  these  courses  are  not  required  of  students  who  are 
not  making  psychology  their  major  subject,  but  who  seek  information  in  one  of  the  fields 
of  educational  and  social  psychology,  they  are  recommended  for  all,  and  any  one  who  is 
determined  to  obtain  profes- 
sional training  for  advanced 
or  expert  work  is  strongly  ad- 
vised to  pursue  this  system- 
atic course. 

Students  who  have  pur- 
sued this  systematic  course 
will  find  advanced  courses 
open  to  them  in  psychologi- 
cal research  or  in  one  of  the 
various  fields  of  applied  psy- 
chology and  can  co-ordinate 
their  work  in  these  fields  with 
courses  in  Education  and  So- 
ciology which  are  open  dur- 
ing the 


summer  session. 


OBSERVATION  OF  CHILD  BEHAVIOR 


(7) 


THE  PSYCHOLOGICAL  CLINIC 


The  first  Psychological  Clinic  was 
organized  by  Professor  Lightner  Witmer 
of  the  University  of  Pennsylvania  in  1896. 

The  remarkable  development  and  spread 
of  the  clinical  method  in  child  study  during 
the  past  twenty  years  is  evidence  of  the 
significance  of  this  early  work.  Psychologi- 
cal clinics  are  held  daily  throughout  the 
academic  year  at  the  University  of  Penn- 
sylvania for  the  examination  of  all  kinds 
of  mental  cases — children  who  are  retarded 
in  school,  children  with  some  speech  de- 
fect, nervous  children,  juvenile  and  adolesc- 
ent delinquents,  children  who  are  precocious 
or  uneven  in  their  development,  etc.  Many 
normal  children  are  examined  and  much 
attention  is  given  to  different  kinds  of  so- 
called  intelligence  tests.  Records  of  these 
cases,  many  of  whom  have  been  under 
observation  for  a long  period  of  time,  furnish 
the  best  of  research  material  in  this  field. 

As  other  agencies  have  developed  from  year  to  year  for  the  detection  of  the  feeble- 
minded children  who  should  obviously  be  segregated  in  institutions  and  who  should  not 
properly  be  taught  in  the  public  schools,  more  and  more  emphasis  in  this  clinical  work 
is  given  to  the  problems  involved  in  border-line  cases,  children  of  uneven  mental  develop- 
ment and  exceptional  ability,  and  to  psychopathic  and  socially  maladjusted  children 
and  adolescents.  The.  problems  of  educational  procedure,  of  dealing  with  delinquents, 
and  of  vocational  guidance  which  arise  from  differences  in  the  mental  capabilities  of 

normal  chil- 


WITMER  CYLINDERS 


dren  are  more 
important 
than  the  mere 
elimination  of 
the  uneduca- 
ble. 

These  cases 
are  brought  to 
the  Psycho- 
logical Clinic 
by  parents, 
school  princi- 
pals, teachers, 
physicians, 
social  work- 
ers, and  pro- 
bation officers 
who  deal  with 
these  children 


PEG  BOARD 


(8) 


in  a practical  way.  Diagnoses  of  mental 
status  and  prognoses  for  future  mental  de- 
velopment and  recommendations  for  reme- 
dial treatment  are  made.  The  clinic  is 
fortunate  in  having  the  full  co-operation  of 
the  University  Hospital  with  its  staff  of 
physicians  who  are  specialists  in  many  dif- 
ferent lines.  Cases  requiring  medical  care 
or  attention  because  of  physical  defects  of 
hearing,  vision  and  the  like  can  thus  receive 
prompt  expert  advice  and  treatment.  In 
many  cases  the  mental  retardation  or  un- 
satisfactory behavior  which  makes  the  child 
an  object  of  concern  to  those  who  have  him 
in  charge  is  due  to  just  such  remediable 
physical  conditions. 

An  important  function  of  the  clinic  as 
an  integral  part  of  the  work  of  the  depart- 
ment of  psychology  is  to  contribute  to  the 
science  of  child  psychology.  The  prob- 
lems arising  in  the  various  cases  brought 
to  the  attention  of  the  clinic  must  be  solved  by  careful  and  systematic  research  work 
with  individual  cases.  The  principles  thus  evolved  find  their  application  in  the  fields 
of  education,  juvenile  court  and  probation  work,  and  in  the  practical  programs  of 
hospitals,  child-welfare  agencies  and  the  like. 


NORMAL  EXCEPT  FOR  SPEECH  DEFECT 


CLINICAL  PSYCHOLOGISTS,  EXAMINERS  AND  ASSISTANTS 

There  is  an  increasing  demand  for  clinical  examiners  and  assistants  in  connection 
with  the  many  psychological  clinics  which  have  been  established,  and  in  connection 
with  school  systems,  hospitals,  juvenile  courts,  and  institutions.  Training  for  such 
work  is  given  during  the  summer  session.  It  is  necessary  for  those  who  wish  to  succeed 
in  this  work  to  pursue  courses  in  systematic  psychology  before  devoting  themselves 
exclusively  to  clinical  psychol- 
ogy. It  is  desirable  that  such 
examiners  and  assistants 
should  do  graduate  work 
equivalent  to  the  requirements 
for  the  Master  of  Arts  degree. 

Preparation  for  work  as  an  ex- 
pert clinical  psychologist  can 
be  advanced  by  attendance  at 
the  summer  session  but  stu- 
dents looking  forward  to  such 
expert  work  should  plan  to 
spend  at  least  two  academic 
years  in  residence  and  to  do 
graduate  work  equivalent  to 
that  required  for  the  Doctor 
of  Philosophy  degree. 


THE  RESTORATION  CLASS 


Though  feebleminded  children  are  ex- 
amined at  the  Psychological  Clinic,  the 
department  is  not  primarily  interested  in 
those  who  show  such  a marked  degree  of 
mental  deficiency  that  they  should  be  segre- 
gated in  institutions  for  the  feebleminded. 

Nor  is  the  practical  work  in  Orthogenics 
planned  for  training  those  who  wish  to  teach 
such  children.  The  interest  of  the  work  in 
Orthogenics  centers  about  cases  showing 
retardation  in  school  work  or  uneven  progress 
which  give  some  promise  of  restoration  un- 
der proper  physical  and  pedagogical  remedial 
treatment.  Some  of  the  special  classes  for 
backward  children  which  have  been  estab- 
lished in  all  progressive  school  systems  are 
still  cumbered  with  institutional  cases  which 
show  no  promise  of  educability  and  which 
should  be  trained  in  institutions  for  the 
feebleminded.  But  every  teacher  of  such  a 
class  knows  that  the  real  function  of  these 

classes  is  to  deal  with  restoration  or  doubtful  types.  Where  a child  is  certainly  feeble- 
minded he  is  not  only  a hindrance  to  the  teacher’s  work  with  children  who  should  be  re- 
stored by  individual  teaching  and  special  methods  to  some  regular  grade  in  the  school 
system,  but  such  children  can  be  much  better  trained  in  institutions  for  the  feebleminded. 

A restoration  class  will  be  conducted  throughout  the  summer  session.  This  class 
will  be  made  up  of  children  who  are  backward  in  school.  Some  of  them  will  probably 
prove  not  to  be  true  restoration  cases,  but  no  certainly  feebleminded  children  will  be 
in  regular  attendance.  For  purposes  of  comparison,  feebleminded  children  will  be  at- 
tached to  the  class  for  brief  periods  from  time  to  time.  In  this  way,  the  two  types  are 

differentiated  and  the  atten- 


B AS RETRY 


SPECIAL  CLASS  TAUGHT  BY  FORMER  STUDENT 


tion  of  teachers  is  diverted 
from  the  hopeless  task  of 
training  institutional  cases  in 
the  public  schools  to  the  more 
promising  field  of  restoring 
those  who  are  merely  re- 
tarded to  the  grades  where 
they  will  be  able  to  asso- 
ciate with  normal  children. 

Various  aspects  of  ortho- 
genic procedure  will  receive 
attention.  Expert  individual 
teaching  will  be  combined 
with  group  work.  Work  in 
reading,  writing,  number 


NATURE  STUDY 


work,  etc.,  will  be  correlated  with  manual 
occupations,  directed  play  and  gymnas- 
tics. Cases  of  defective  speech  will  be 
given  training  in  articulation  and  expres- 
sion. Most  backward  children  are  de- 
fective in  expression  even  where  articu- 
lation is  apparently  normal  and  it  is  very 
important  for  teachers  of  special  classes 
of  backward  children  to  become  familiar 
with  this  aspect  of  restoration  teaching. 
Some  school  systems,  where  the  value  of 
this  work  is  recognized,  have  provided 
special  teachers  for  corrective  speech 
work.  This  work  must  always  be  em- 
phasized where  children  are  below  their 
normal  grade  because  of  a foreign  lan- 
guage difficulty. 

Children  who  show  need  for  cor- 
rective or  orthopedic  gymnastics  will 
receive  attention  under  the  direction  of 
an  expert. 

Students  who  attend  the  lectures  in  orthogenics  and  observe  the  work  of  this 
Restoration  Class  will  be  furnished  with  detailed  information  in  regard  to  the  children 
who  make  up  the  class.  They  will  thus  have  knowledge  of  the  home  conditions,  previous 
school  standing  and  progress,  physical  condition,  and  mental  status  of  each  child  and  will 
be  required  to  make  a record  of  their  observations.  In  this  way  they  will  learn  to  help 
these  children,  who  always  show  mental  deficiency  or  lack  of  ability  in  some  particular 
direction,  by  encouraging  their  development  along  the  lines  of  their  individual  aptitudes 
and  abilities.  The  work  in  orthogenics  thus  becomes  concrete  and  practical  and  can  be 
applied  by  teachers  in  their  own  classes  during  the  school  year. 

The  courses  in  or- 
thogenics are  also 
adapted  to  the  needs  of 
those  who  are  devoting 
their  time  to  the  home 
care  of  backward  chil- 
dren. Though  a few  of 
these  have  in  charge 
children  who  are  cer- 
t a i n 1 y feebleminded, 
the  majority  find  that 
their  best  work  is  done 
with  children  of  this 
restoration  type — chil- 
dren who  will  grow  up 
to  play  their  part  in 
the  world  because  rem- 
edial physical  and  peda- 
gogical methods  were 
adapted  to  their  indi- 
vidual needs.  summer  class,  1915 


(11) 


APPLIED  PSYCHOLOGY  IN  SOCIAL  WORK  AND  JUVENILE  DELINQUENCY 


The  equipment  of  juvenile  and 
municipal  courts  with  probation  depart- 
ments and  the  establishment  of  depart- 
ments of  research  and  probation,  in  con- 
nection with  reform  schools  and  penal 
institutions,  open  up  new  fields  of  social 
work.  This  clinical  criminology  involves  a 
psychological  analysis  not  only  of  the  in- 
dividuals under  the  care  of  such  institu- 
tions but  also  of  the  environmental  con- 
ditions under  which  their  anti-social 
behavior  has  developed.  Probation  officers, 
field  workers,  and  members  of  research 
staffs  will  profit  by  training  in  the  psy- 
chology of  normal,  adolescent  and  adult 
behavior  as  well  as  in  methods  of  detecting 
and  dealing  with  abnormal  types  of  behavior. 

Since  modern  psychology,  defined  as  the 
study  of  human  behavior,  is  fundamental 
to  all  social  science,  the  criminologist  is  no 
longer  satisfied  with  classification  of  criminal 
acts  nor  with  investigating  the  physical 
stigmata  of  the  so-called  criminal  type. 

He  becomes  a criminal  psychologist  in  that 
he  must  make  a study  of  social  incompet- 
ency or  of  social  mal-adjustment  as  phenomena  of  human  reaction  due  to  causes  which  lie 
in  the  individual  or  his  environment  or  both.  It  is  not  sufficient  for  his  assistants  to  be 
able  to  give  Binet-Simon  tests.  They  must  have  a psychological  point  of  view  developed 
on  a basis  of  laboratory  work  with  normal  subjects.  It  is  this  point  of  view  which  can 
be  developed  at  the  laboratory  of  the  University  of  Pennsylvania  where  the  student, 
after  pursuing  systematic  laboratory  work,  comes  into  direct  contact  with  the  concrete 
problems  presented  in  the  Psychological  Clinic. 

Students  already  engaged  in  social  work  in  connection  with  hospitals,  juvenile  or 
municipal  courts,  child-welfare  agencies  and  the  like,  or  preparing  themselves  for  work 
of  this  kind,  either  as  social  workers,  probation  officers,  or  investigators,  will  find  prac- 
tical courses  in  work  of  this  character  as  well  as  opportunities  for  a fundamental  training 
in  systematic  psychology. 


WORTH  WORKING  FOR 


A JOURNAL  OF  ORTHOGENICS  AND  CLINICAL  PSYCHOLOGY 


OUT-DOOR  GYMNASTICS  OF  SUMMER  CLASS 


Through  the  monthly 
journal  entitled  The  Psy- 
chological Clinic,  estab- 
lished in  March,  1907,  and 
edited  by  Professor  Light- 
ner  Witmer,  the  investiga- 
tions of  the  Psychological 
Laboratory  and  Clinic,  as 
well  as  other  contributors, 
are  made  available  to  those 
professionally  interested  in 
the  study  and  treatment  of 
mental  retardation  and 
deviation. 


COURSES  IN  SYSTEMATIC  AND 
APPLIED  PSYCHOLOGY 

July  9 to  August  17,  1917 

Practical  Courses 

11  S.  Child  Psychology  A,  Infancy  and  Childhood.  Half  Course.  First  three  weeks. 

12  S.  Child  Psychology  B,  Adolescence.  Half  Course.  Second  three  weeks. 

30  S.  The  Psychological  Clinic  A.  One  hour  daily  demonstration  of  the  mental 

characteristics  of  exceptional  children,  with  lectures. 

31  S.  The  Psychological  Clinic  B. 

32  S.  Orthogenic  Methods  A.  One  hour  directed  observation  of  work  with  the 

restoration  class,  including  demonstrations  of  articulation  training  and 
corrective  and  hygienic  gymnastics. 

33  S.  Orthogenic  Methods  B. 

35  S.  Orthogenics. 

36  S.  Social  Factors  of  Juvenile  Efficiency.  Dealing  with  problems  of  juvenile 

delinquency. 

59  S.  Clinical  Tests  and  Measurements.  Including  the  Binet-Simon  and  other 

tests  of  intelligence. 

60  S.  Clinical  Field  Work  A.  Four  hours  daily  investigation  of  cases  from  the 

Psychological  Clinic  and  University  Hospital  dispensaries,  including  moral 
cases,  such  as  truants,  incorrigibles  and  other  delinquents. 

Systematic  Courses 

1 S a.  General  Psychology.  Lectures.  Half  Course.  First  three  weeks. 

2 S a.  Mind  and  Body.  Lectures.  Half  Course.  Second  three  weeks. 

1 S b.  General  Psychology.  Laboratory.  Half  Course.  First  three  weeks. 

2 S b.  Mind  and  Body.  Laboratory.  Half  Course.  Second  three  weeks. 

1 S c.  General  Psychology.  Laboratory.  Half  Course.  First  three  weeks. 

2 S c.  Mind  and  Body.  Laboratory.  Half  Course.  Second  three  weeks. 

3 S a.  Genetic  Psychology.  Lectures.  Half  Course.  First  three  weeks. 

4 S a.  Behavior.  Lectures.  Half  Course.  Second  three  weeks. 

3 S b.  Genetic  Psychology.  Laboratory.  Half  Course.  First  three  weeks. 

4 S b.  Behavior.  Laboratory.  Half  Course.  Second  three  weeks. 

61  S.  Mental  Analysis  A.  Laboratory.  Half  Course.  First  three  weeks. 

62  S.  Mental  Analysis  B.  Laboratory.  Half  Course.  Second  three  weeks. 

51  S.  Qualitative  Analysis  A.  First  three  weeks. 

52  S.  Qualitative  Analysis  B.  Second  three  weeks. 

Advanced  Courses 

67  S.  Clinical  Methods. 

70  S.  Clinical  Field  Work  B. 

71  S.  Clinical  Field  Work  C. 

72  S.  Clinical  Field  Work  D. 

99  S.  Individual  Laboratory. 

For  Research  and  Instruction 
Daily  except  Saturday  and  Sunday 

1.  The  Psychological  Laboratory,  8-5. 

2.  The  Psychological  Clinic,  1:30-4:30. 

3.  The  Restoration  Class  for  Backward  Children,  9-3:30. 

4.  Clinical  Field  Work.  Directed  social  investigation,  9-1. 

Write  for  Summer  School  Bulletin  to  Prof.  Owen  Louis  Shinn,  Director  of  the  Summer 
School,  University  of  Pennsylvania,  for  further  information  concerning  these  courses, 
fees,  college  or  graduate  credits  allowed,  etc.  See  next  page  for  daily  roster  of  classes. 


DAILY  ROSTER 


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SUGGESTIONS  TO  STUDENTS 


DO  NOT  ELECT  Students  who  attend  the  summer  session  are  usually  eager  to  make 

TOO  MUCH  the  most  of  the  opportunities  for  study  and  recreation  which  they 

find  open  to  them.  Many  of  them  have  been  busy  throughout 
the  winter  months  in  teaching  or  other  active  professional  work.  These  students  enter 
upon  their  summer  courses  with  a zeal  for  accomplishment  which  gives  a high  tone  to 
their  class  work.  Such  students  should  be  careful  not  to  try  to  take  all  the  courses  in 
which  they  are  interested.  They  should  choose  carefully  a small  number  of  courses 
(usually  three  hours  daily  but  never  more  than  four)  so  that  they  may  have  time  for 
needed  relaxation  and  recreation  and  so  that  they  may  maintain  a good  standard  of 
scholarship. 

ASK  ADVICE  The  different  departments  make  arrangements  for  consultation 

BEFORE  with  students  upon  their  arrival.  Students  should  secure  early 

ELECTING  conferences  with  those  in  charge  of  the  departments  in  which  they 

COURSES  are  interested  and  seek  advice  not  only  in  regard  to  particular 

courses  but  as  to  a proper  co-ordination  of  courses  in  the  line  of 
work  which  they  wish  to  pursue.  Members  of  the  instructing  staff  of  the  Department 
of  Psychology  will  advise  students  on  July  7th,  the  Saturday  preceding  the  opening, 
and  on  July  9th. 

REGISTER  Students  should  register  early  by  sending  in  their  names  to  Professor 

EARLY  Owen  Louis  Shinn,  Director  of  the  Summer  School,  thus  signifying 

that  they  wish  to  enter  for  the  summer  session.  This  action  does 
not  commit  them  to  any  particular  course  or  courses.  Those  who  register  in  this  man- 
ner can  make  all  preliminary  arrangements  as  to  rooms  and  board  so  that  no  time  may 
be  lost  on  their  arrival  in  Philadelphia. 

PLAN  FOR  Students  should  plan  for  regular  recreation.  They  should  bring 

RECREATION  tennis  racquets,  bathing  suits,  golf  clubs,  cameras,  and  musical 

instruments  as  they  would  do  when  going  on  a vacation.  Beside 
the  facilities  for  athletic  exercise,  the  University  swimming  pool  and  tennis  courts  are 
open  to  both  men  and  women,  and  a public  golf  course  is  easily  reached  from  the 
campus.  Expeditions  to  various  points  of  interest  in  and  about  Philadelphia  are  ar- 
ranged. Week-end  trips  to  Atlantic  City  and  other  seashore  resorts  can  be  easily 
planned.  Students  should  also  consult  the  list  of  public  lectures  given  by  members 
of  the  faculty. 


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